```5E Planning Guide for Inquiry Teaching!
Unit Name: Earth’s Surface
Lesson Name: Shaping Earth’s Surface
Learner outcomes: (content and inquiry – measurable). The students will:
 Describe the differences between each part of a glacier.
 Explain what a glacier is and how it changes earth’s surface.
 Communicate about observations, investigations and explanations.
Standard (highlight one):
Earth
Life
Physical
Grade Band Theme: Interconnections within Systems
Topic: Earth’s Surface
Condensed Content Statements
 Earth’s surface has specific characteristics and landforms that can be identified.
 The surface of Earth changes due to weathering.
 The surface of Earth changes due to erosion and deposition.
5-E Phase
Engage Time: Day 1: 50
min
 Tap prior knowledge
 Focus learner’s thinking
 Spark interest in topic
Planned Activity/Event
 Graffiti Wall up on smart
board- What do you know
 Inquiry Lab: How do glaciers
scratch and move rocks?
 Students will do this with
their table group. (4-5
students)
 Students will write in their
IAN (Interactive Notebook):
 Form a hypothesis: Look
at the two ice cubes. Which
do you think will cause more
changes as it moves across a
surface? Record your
hypothesis. Explain why you
think it is correct.
 Experiment: Students will
design an experiment to test
Guiding Questions
 How do glaciers scratch and move
rocks?
 Which ice cube do you think will
cause more changes as it moves
across a surface?
 How did each ice cube feel as you
rubbed it over a surface?
 Did your observation support your
hypothesis? Explain.
 How would a heavier glacier affect
how the land changed?
 What type of experiment could
you set up to test that?
 Glacier, C34
 Terminus, C35
 Moraine, C35
 Glacial till, C35
 Erratic, C37
 Outwash plain, C37
Notes: Materials, Safety, Modifications
 Paper towel
 Clean ice cube
 Ice cube made with sand or gravel
 Aluminum foil
 Wood scrap
 IANs
 Smart board
 Plastic plates
 Prezi-different ways earth surface can be shaped
 Inquiry lab sheet
their hypothesis. Record
their results.
 Observe: Place the ice
cubes on a folded paper
towel. Allow them to melt.
Observe and record what
they leave behind.
Explore
Time: Day 2: 50  Divide class into six groups of
min
five. Assign each group a
 Provide learners with
couple of pages to read and a
common, concrete, tactile
vocabulary word that they
experiences with skills
are required to write on a
and concepts
piece of color paper, a
definition, a content
 Observe and listen to
sentence, and an illustration.
students
 More instruction in lesson
plan.
 Act as a consultant
Explain
Time: Day 3-4:
100 min
 Encourage students to
explain concepts in their
own words
 Use students previous
experiences as the basis
or explaining concepts
 Clarify and correct
misconceptions
Extend
Time: Day 5- 50
min
 Apply same concepts and
 Does the way that you used the
vocabulary word relate to glaciers?
illustration?
 How can glaciers change the land?
 What is an ice age?
 How do gravity and water change
Earth’s surface?
 In what ways can glaciers change
the land?
 After all of the groups are
 How do you know that is the
done they will share their
proper name of glacier?
definition, content sentence
 What clues did you use to find the
and illustration with the class.
 As they are presenting
 How do you know that is the right
students will be following
word for this feature of a glacier?
along and we will fill in the
blanks together.
 Have students place a picture
of a glacier in their IAN.
 Place a picture of a glacier up
on the smart board and ask
students to use their
vocabulary worksheet to fill
in the parts of a glacier.
 They have to explain why
that is the correct word.
 Inquiry Skill Builder: Flow of a  What do we mean when we say
Glacier- C 36
that a glacier flows?
 Students will record their
 What do you think happens when
 Vocabulary Worksheet on Earth’s Surface
 Textbook
 Colored paper (each group a different color)
 Smartboard
 Vocabulary Worksheet up on board
 Picture of glacier to fill in the parts of a glacier.
 Textbook
 IANs
 Goggles (safety)
 Prepared cornstarch mixture
 Mixture of sand, gravel, and soil
skills in a new context
observations in their IANs
resulting in deeper and
 Watch a satellite video clip of
glacial ice flow.
 Encourage the students
to apply the
concepts/skills to new
situations
Evaluate
Time: _____
 Day 1: Students are doing a
min
 Observe as students apply
know about glaciers. (prenew concepts and skills
assessment)
 Assess, formally and/or
 Day 5: Students are given an
informally student
entrance slip on what a
progress toward
glacier is and how it changes
achieving the learner
Earth’s surface.
outcomes
 Assess students’
knowledge and/or skills
 Allow students to assess
their own learning and
group process skills
a real glacier moves over rocks
and boulders?
 What is glacial flow?




 What do you think of when I say
the word glacier?
 What is a glacier?
 How does it change Earth’s
surface?
 What is in a glacier that would
change Earth’s surface?
 Smart board
 Entrance Slips (1 for each student)
Waxed paper
Metal spoon
Ruler
IANs
```